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Ahn, Hyun Seon; Usher, Ellen L.; Butz, Amanda; Bong, Mimi – British Journal of Educational Psychology, 2016
Background: The potential role of culture in the development and operation of self-efficacy has been acknowledged by researchers. Clearer understanding of this cultural impact will benefit from research that shows how the same efficacy information is evaluated across cultures. Aims: We tested whether two sources of self-efficacy information…
Descriptors: Cultural Differences, Self Efficacy, Feedback (Response), Information Sources
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Jiang, Yi; Song, Juyeon; Lee, Minhye; Bong, Mimi – Educational Psychology, 2014
The purposes of the present study were to investigate (a) how the subjectively perceived achievement goals of significant others would predict the academic self-efficacy and achievement goals of Korean adolescents and (b) how those self-efficacy and achievement goals in turn predicted their achievement. We also compared these predictive…
Descriptors: Self Efficacy, Academic Achievement, Goal Orientation, Middle School Students
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Bong, Mimi; Cho, Catherine; Ahn, Hyun Seon; Kim, Hye Jin – Journal of Educational Research, 2012
The authors examined whether self-concept, self-efficacy, and self-esteem show differential predictive utility for academic achievement across age groups and domains. More specifically, the relationships of 3 self-constructs with achievement were examined in mathematics for elementary school students and mathematics and language arts for middle…
Descriptors: Elementary School Students, Self Efficacy, Language Arts, Foreign Countries
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Bong, Mimi; Hwang, Arum; Noh, Arum; Kim, Sung-il – Journal of Educational Psychology, 2014
We examined the nature of self-oriented and socially prescribed perfectionism in relation to the motivation and achievement of 306 Korean 7th graders. We also tested the mediating role of domain-specific academic self-efficacy and achievement goals in the relationships between perfectionism and achievement-related outcomes across math and English.…
Descriptors: Adolescents, Personality Traits, Motivation, Self Efficacy
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Bong, Mimi – Journal of Experimental Education, 2002
Studied self-efficacy perceptions of 202 Korean female high school students at 3 levels of specificity in English and mathematics. Problem-specific, task-specific, and subject-specific self-efficacy beliefs all formed separate factors in both subject areas, but the three self-efficacy factors were too highly correlated to contribute independently…
Descriptors: Academic Achievement, English (Second Language), Females, Foreign Countries
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Bong, Mimi – Journal of Educational Research, 2004
The author assessed academic self-efficacy, task value, ability and effort attributions and mastery, performance-approach, and performance-avoidance achievement-goal orientations in reference to English, Korean, mathematics, and general school learning among 389 Korean high school girls. Results corroborated M. Bong's (2001) previous report that…
Descriptors: Motivation, Self Efficacy, Goal Orientation
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Bong, Mimi – Journal of Experimental Education, 2008
The author examined predictive relations among South Korean high school students' (N = 753) perceptions of their social-psychological environments, personal motivational beliefs, and academic behavior in math. Students' perceptions of their both classroom mastery and performance goal structures predicted their personal mastery goals. Perceptions…
Descriptors: Student Attitudes, Cheating, Self Efficacy, Academic Achievement
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Bong, Mimi – Journal of Educational Psychology, 2009
Validity of the 2 x 2 achievement goal framework for school-aged children and adolescents was examined, using self-report responses from 1,196 Korean elementary and middle school students. Confirmatory factor analysis models hypothesizing 4 distinct achievement goal factors demonstrated the best fit in all age groups. Nevertheless, achievement…
Descriptors: Self Efficacy, Student Motivation, Factor Analysis, Correlation
Bong, Mimi – 1998
Two of the most widely used academic self-efficacy assessment techniques, problem-referenced measurement and the Motivated Strategies for Learning Questionnaire (MSLQ) were compared. Participants were 383 high school students from 4 Los Angeles (California) schools. Multi-trait multi-method analyses revealed that the two techniques were not…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Achievement
Bong, Mimi – 1996
The degree of and the cognitive basis for the generalizability of academic self-efficacy were examined among 588 high school students from the greater Los Angeles (California) area. Students' self-efficacy perceptions clearly generalized beyond boundaries of specific tasks and also of specific school subjects, albeit to a lesser degree. There was…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Education
Bong, Mimi – 1996
The internal/external (I/E) frames of reference model proposed by H. Marsh (1986, 1990) points to the relativistic nature of academic self-concept formation. It argues that students compare their own academic ability to that of their peers in an external comparison, and they compare their own verbal skills to their mathematics skills in an…
Descriptors: Academic Achievement, Comparative Analysis, Correlation, High School Students
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Bong, Mimi – Journal of Educational Psychology, 1998
Whether students' verbal and mathematics self-concepts were indeed positively correlated after an external comparison, and negatively correlated after an internal comparison, as predicted by the internal/external frames of reference model (H. Marsh, 1986), was studied with 383 high school students. Results support most of the model predictions.…
Descriptors: Academic Achievement, High School Students, High Schools, Mathematics Education